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Learning Activity 4-C-3 Wiki Instructions

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Brian Ding's Lesson Plan

Statistics – Easily Explained
With a partner, select a statistical topic that we have already covered in class that you would like to explain or teach to others.

1. Create a blog post on the class blog page that contains your explanation.
2. The blog post should not use any math and should explain the concept so a general audience could understand.
3. Explanation must use graphics, images, or video clips.
4. Respond to at least two other posts with a comment, idea, or suggestion.

Rubric

	4	3	2	1
Communication & Presentation	-Organization and sequencing of content is smooth -Content and graphics are clearly explained -Content and graphics show originality in construction and use	-Organization and sequence of content is understandable -Content and graphics are clearly explained	-Organization and sequencing of content is sometimes confusing -Content and graphics are occasionally used to effectively explain the topic	-Organization and sequencing of content is confusing to follow and make it hard to understand meaning -Content and graphics are minimally used
Blog Post	-Includes a title and graphic displays -Responds to at least two other students	-Includes a title but lacks graphical displays -Responds to at least two other students	-Does not include a title or graphical display -Does not reply to at least two other students	-Does not include a title and graphical displays -Does not reply to at least two other students

Communication x 5 = _ / 20 pts

Blog post x 4 = _ / 16 pts

Total points _ / 36 points

Michelle Graff's Lesson Plan

Grade 6: Saving & InvestingBlog Lesson Plan
PA & NBEA Standards
PA Business, Computer, Information Technology Standards: 15.6.8B-G
PA Career Education & Work: 13.3.8D
PA Economics: 6.5.12A
PA Family and Consumer Sciences: 11.1.12.E
NBEA: Personal Finance I, II, III, V
Materials Required:

Google Chrome tablets, Internet access
"Meet Kit" By Valerie Trapp
Teacher-made handouts, templates

Student Objectives:

Understanding & explaining economic cycle & its effects
Analyze and revise a budget based on economic changes
Define and give examples of fixed expenses and variable expenses.
Students create a blog describing a situation during the Great Depresion

Number of Days: 5 - 6 class periods

Assistive Technology:Many documents will be posted on Google Classroom page for students to access and increase font size, screen contrast, and use of text to speech software as needed. Using Google docs & sheets, students can utilize "Click to Dictate" to also assist in their individual needs. Some books are available on Bookshare.org.

LESSON:
DO NOW: Hand out “Meet Kit: Word Splash” and Instruct students to predict what the story is about based on the words in the box. Have students share some of their predictions with the class. Explain that Meet Kit is a story about a girl and her family that takes place in 1932 during the Great Depression. Although the story is fictional, it accurately describes some of the economic problems of the time. The Great Depression was a time many called it as the worst economic catastrophe in our nation’s history. It began in 1929 and lasted until the end of the 1930s. During this time, many people did not have jobs. When people want to work but do not have jobs we say they are Unemployed. (Actively looking for a job) Listen for examples as we read the story.
Day 1:

Give each student a copy of “Meet Kit” Story Summary Packet & a Summary Handout (hardcopy & post online available). Assistive Technology: bookshare.org has it accessible in their online library
- Assign each table a different chapter to read & summarize. Each student can read a part of the assigned chapter or one good reader can read to the group (or combination)
- At the end of class, each table tells the class what the chapter is about (using their Summary Handout). Discuss the chain of events regarding the Great Depression & consumer spending
Listen to teacher read the "Historical Chapter" (chapter 5) on the historical background of the Great Depression and show famous images taken at that time period.

Day 2:

Introduce Blogs
- Learning what makes a good blog activity
- Read, Write, Think Handout on critiquing/analyzing good blogs
- Students spend the day looking at some blogs that interest them and filling out the "Good Blog" form
- Discuss with tablemates what blogs they looked at & how they were a good blogs & why
Create their blog space
- Have students access through Google Classroom (or Course Info Booklet) instructions to creating a blog using kidblog.org as well as requirements for their blog & grading rubric.
- RAFT:Teacher will assign you the following RAFT writing (Role, Audience, Format, Topic) for your first blog post

a. Newspaper - Readers of the Great Depression, Memoirs, Qualities of a teenage hobo
b. Journalist - General Public - News Release - Hardships of moving in the Great Depression
c. Advice columnist - The unemployed - Dear Abby letter - How to live on less money

Some links to assist in the different rolws
- Memoir Example: http://teacher.scholastic.com/writeit/readpoem.asp?id=2315&genre=Memoir&Page=1&sortBy=
- News Release: http://www.wikihow.com/Write-a-Press-Release-(for-School-Students)
- Dear Abby Letters: http://www.classroomtools.com/dearsamp.htm#Antony

***Remind students to work on the content of their blog first then make it "
pretty".
D
ays 3/4:

Students continue/finish their blog post on RAFT assignment.
Students are to work with one of their tablemates to Peer Edit their blogs (using guided questions from Course Info Booklet)
At the end of class, students are to email the teacher their blog URL for teacher to review & post.
Before next class, post on the classroom page the blog links so students can access them

Day 5:

Ask students to navigate to their blogs. Distribute copies of the "Peer Nominations for Excellence".
- Inform students they will be spending the period viewing the wonderful work of their classmates, then filling out nominations for two classmates, and that secrecy is vital.
- Remind them that the nominations do not represent a popularity contest, and that they should vote for blogs with strong writing and unique design elements that really seem to capture the chosen RAFT character. You will recognize them verbally in the next class period after you have counted up the votes.
Have each student read their classmates blog. Call out every few minutes, planning your time so that all students will view all blogs and have a few minutes to vote for their favorites at the end of the period.
Walk around as students view the blogs, breaking up any inappropriate conversation. Point out interesting features and ask students why they like what they see, encouraging them to be specific. Feel free to compliment students on innovative ideas as they are rotating.
In the last five minutes of class, ask all students to fill out their ballots. As a final note, congratulate them on a job well done and collect their nominations as they leave the room.

REVIEW/ASSESSMENT:

Students go back to their Word Splash & write a reflection paragraph on what they learned
Discuss the following questions: What were the unemployment conditions during the Great Depression? (many out of jobs, unemployment high) What is a bank? (Business in community that accepts deposits & makes loans)
Later on in trimester, show the movie, "Meet Kit" and compare what the movie showed and what was read in the book.

Jessica Keefe's Lesson Plan

Teacher: Jessica Keefe
Subject: Algebra I
Dates/Duration: Hopefully soon!
Florida Standard Numbers & Essential Knowledge (from Curriculum Framework)
A-CED.1
.1 - Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions and simple rational, absolute, and exponential functions. (Content Complexity: Level 2)
• Create linear equations in one variable and use them to solve problems.
• Create linear inequalities in one variable and use them to solve problems.
A-REI.2.3 - Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters. (Content Complexity: Level 2)
•Solve linear equations in one variable, including equations with coefficients represented by letters.
• Solve linear inequalities in one variable, including compound inequalities.
A-CED.1.4 - Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R. (Content Complexity: Level 1)
• Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving li
near equations.
A-RE
I.

1.1 - Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method. (Content Complexity: Level 3)
• Construct a viable argument to justify a solution method for a linear equation.
• Explain each step in solving a linear equation as following from the equality of numbers asserted at the previous step.

AIM (Student friendly objective)
Students will review the topics found in the linear equations and inequalities unit.

Lesson Steps:
Do Now: Students will complete a warm- up problems that includes solving and inequality and an equation.

Blogging Review Project: (10 – 50 minute) Students will complete a blogging review project for the solving equations and inequalities unit. Students will work in groups of 3 to complete this project. Each group will randomly select a topic by choosing a piece of paper from a cup with the topic listed on it. The topics will be…
1. Create equations and use them to solve problems
2. Solve linear equations
3. Solve literal equations
4. Justify steps of solving equations
5. Create inequalities and use them to solve problems
6. Solve linear inqualities
7. Justify steps of solving inequalities

Once students have selected their topic, they will begin to plan their blog post. The post that they create should list any important definitions that go with their topic, have at least two worked example problems, and any other important notes or thoughts for that topic. Once each group has completed their blog post, groups are responsible for posting a comment or question to every other group’s review blog post. Finally, each group will give a short 5 minute presentation sharing their post and addressing any questions or comments that were posted to their blog.

Rubric:

Rubric.docx

Jill Kennett's Lesson Plan

Blogging Book ReviewsJill KennettLanguage K through 6

Lesson Essential Question
How can we use a Blog to recommend books to classmates, family, friends, and students all over the world?
Mater
ials
Bo

oks that each child reads at their own reading level. Access to Kidblog. “What Makes a Good Book Review” checklist. District age level editing checklists for writing conventions.
Activities and Procedures
Students select a book that they have read or will read. The first book should be one that they like and are eager to tell others about.
Show students the end of a Reading Rainbow episode where students do a book sell to get others interested in reading their book. Point out that the review is just a short summary and that the student never gives away the good part. They leave the listener wanting to read the book to find out what happens.
Students write a rough draft book review for the book that they chose. They will use the “What Makes a Good Book Review” checklist to help with this and make sure they include all important information. Students will use their leveled editing checklist to edit their piece.
Students will buddy up and do a peer edit of their review with at least one other student to get some feedback. Teacher will do the final edit with students after they have peer edited.
Students will use their KidBlog page to publish their review.
All students will read and respond to at least 5 other student reviews in KidBlog.
Extension
If students have parent permission they could add a photo of themselves showing the book cover or even make a short video to include.

Evaluation
The first reviews will be used as formative assessments. The teacher will give them feedback using a “Grow and Glow” form for each review always focusing on an area where the student could make improvement. If a summative assessment is necessary that would only be done after the students had time to get feedback on several reviews. A similar format would be used for their responses to other students. I would prefer not to have to do a formal assessment for this type of assignment but if I had to for some reason I would use the two checklists as a rubric.

Alison Westgate's Blogging Lesson Plan

Class: 12th Grade AP Literature and Composition

Unit: Senior Research Paper

College Board Standards Addressed:

Writing that proceeds through several stages or drafts, with revision aided by teacher and peers
Writing informally (e.g., response journals, textual annotations, collaborative writing), which helps students better understand the texts they are reading

PA Academic Standards Addressed:

CC.1.4.11–12.U Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments and information.
CC.1.4.11–12.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Sources Consulted:

I am adapting ideas from the following educators’ lesson plans/rubrics and the article I read for my course project on blogging.

https://www.edutopia.org/blog/blogging-in-21st-century-classroom-michelle-lampinen

http://cplong.org/wp-content/uploads/2013/06/Blogging-Scoring-Rubric.pdf

http://files.eric.ed.gov/fulltext/EJ1104390.pdf

Context/Overview:

My seniors complete an inquiry-based senior research paper that spans the school year; they complete various process steps along the way. They are required to stay current with new information about their topics, access information from a variety of sources, such as subscription databases, podcasts, Twitter, etc. They also periodically engage in what we call “Metacognitive Round Tables” with their peers. They share their research, concerns, questions, etc. and acquire formative feedback from their peers. To encourage more thoughtful, consistent reflection along the way, I’d like to have students construct a blog post for each inquiry step and acquire feedback by commenting on each other’s posts. In other words, I would be moving the round tables and other reflective steps to a blogging space. Thus, at the conclusion of the school year, they will have a yearlong blog reflecting the stages of their journey and documenting their growth.

Blog Posts:

They will write reflective blog posts during each of the following phases:

1. pre-search/topic selection, (Q1)
2. final topic selection, (Q1)
3. information seeking (keyword development and planning a research strategy), (Q2)
4. organizing for research, (Q2)
5. evaluating resources, (Q2)
6. using social media for research, (Q2)
7. close reading process, (Q3)
8. research results/notes, (Q3)
9. working thesis development and concept map, (Q3)
10. first draft, (Q3)
11. second draft, (Q4)
12. final copy (Q4)

Rather than developing specific prompts for each post and to encourage more open, less contrived reflection, I’d like to keep the question(s) more generic. Therefore, the general content for the post will be the specific inquiry process step, but students will answer the general question(s) below. Additionally, students will following the general commenting guidelines below.

Posting Prompt:

In your blog post, reflect on the current inquiry process step by writing about content related to your topic, questions/concerns emerging related to your topic, the inquiry/writing process itself, and goals/next steps.

Commenting Guidelines:

For each inquiry step blog post, comment on three of your peers’ posts. Your commentary should not regurgitate/summarize the post but rather offer substantive suggestions to any questions/concerns in the post, link to any resources/applications that might be beneficial to your peer based on his/her content, and/or ask thoughtful questions that may help him/her narrow/refine ideas.

Assessment:

Since this project spans the school year, students will write a few posts each quarter. On page one of this plan, I have color-coded the posts and the quarters they fall in. I will use a holistic scoring rubric to score all completed posts and comments for a quarter. The librarian (who co-instructs with me during parts of this unit) and I will conference one-on-one with students throughout the process as we read the blogs. I will use the method outlined in one of the articles I read for the course project. To ensure that the writing process is between students and not one-directional with the instructor, the instructor does not comment on the blogs themselves. Instead he/she provides feedback via one-on-one conferences and written feedback on the rubric itself.

Rubric:

Criterion	3	2	1
Timeliness X2	All posts and comments are made by the deadlines.	90% of posts and comments are made by the deadlines.	Less than 90% of posts and comments are made by the deadlines.
Quality/Content of Posts X3	Posts are well developed (with specific examples) and answer all parts of the prompt	Posts are adequately developed (some specific examples) and answer most parts of the prompt	Posts are inadequately developed (lack specific examples and/or are off prompt)
Quality/Content of Comments X3	Comments are well developed offering substantive suggestions, new resources, and/or questions	Comments are adequately developed (some feedback is provided but the comments also summarize/regurgitate)	Comments are inadequately developed (off prompt, lack specific feedback, simply praise or summarize)
Written Expression X2	Posts and comments show appropriate vocabulary and writing style. Posts and comments contain no more than two total errors.	Posts and comments generally show appropriate vocabulary and writing style/mechanics. Posts and comments contain three errors.	Posts and comments show inappropriate vocabulary and writing style/mechanics. Posts and comments contain more than three errors.

Katelyn Burdan

Lesson Plan Lacrosse

Stage 1 - Desired Results

Standard(s):

10.5.9 F. Describe and apply game strategies to complex games and physical activities: offensive strategies, defensive strategies, and time management

10.4.9 A. Analyze and engage in physical activities that are developmentally/individually appropriate and support achievement of personal fitness and activity goals.

Core Understanding(s):	Essential Question(s):
1. We must first focus on controlling the ball before we begin using offensive strategies	1. What is the skill needed to control a lacrosse ball while running down the field?
2. The give and go is when a player passes to a teammate, drives to the net, catches a pass back from the teammate and then shoots at the net.	2. What is an offensive strategy that you can practice with one other teammate?
3. Game Strategies are meaningful actions in a game/physical activity which allow or prevents scoring

Content Vocabulary
Cradling	movement of the lacrosse stick that creates force keeping the ball in the back of the pocket
Scoop	skill used to get the ball off of the ground and into the pocket of the stick
Give and go	A player on the offense passes to a teammate, drives to the goal, catches a pass back from the teammate and then shoots at the goal

Knowledge:	Skills:
Transfer of knowledge to offensive strategies in Lacrosse from soccer, hockey, and basketball	Cradling
Definition of Give and Go	Scooping
	Gaining possession of the object to score Upper body exercises Lower body exercises

Stage 2 - Assessment Evidence for BLOG POST
Q&A

How was the give and go station in today’s activities similar to the game of soccer or floor hockey?
Why is it important to use game strategies in Lacrosse?

Stage 3 - Learning Plan:

Instant Activity:

Students enter the gymnasium.
Begin walking/jogging laps until the whistle blows.
When the whistle blows the students complete a 4-minute sideline warm up.
When the second whistle blows. Student report to their assigned spots to begin stretches.
When the warm up is completed, students will meet in the red pain of the basketball key.

Announcements/Organization:

Students meet in the center of the gymnasium where the teacher explains the following instructions:

Access Prior Knowledge: Today we will be working on offensive skills including scooping, cradling, passing, and give and go’s in the game of lacrosse as well as muscular endurance during the circuit.

A-M-T

Acquisition (Acquire New Information): Students will learn how to use the offensive give and go strategy in the game of lacrosse. Students will be able to make meaning of offensive skills in the game of lacrosse by participating in the give and go, passing, and scooping stations. They will also be able to transfer their understanding of offensive strategies in an online blog post.

Making Meaning:

Class will be divided into 5 groups of 6
- o Each group will be places at one of the 5 stations
- The circuit workout is to complete as many rounds as possible in 30 seconds and then rest for 30 seconds for a total of 3 minutes.
  - o Give and go game strategy
  - o Upper body: bicep curls and shoulder press
  - o Lower body: Wall sits, lunges, air squats, line jumps
  - o Passing with a partner
  - o Scoop and cradle
- Stations will rotate every 3 minutes
- After students have completed the 5 stations, students will come together for a group closure.

Closure:

What is the skill needed to control a lacrosse ball while running down the field?
What is an offensive strategy to try and get the ball down the field that you can practice with one other teammate?

Transfer: BLOG POST:

Students will transfer their knowledge into an online blog post on Schoology. Students will be required to log onto their personal laptops and create a post related back to two questions from today’s lacrosse activities. Students will have two days to complete this blog post and rely to one other classmate because we see the students every other day.

Please create a blog post with two paragraphs answering the following questions below. Please keep in mind that each paragraph should have a minimum of five sentences. The blog post is due before the start of your next face-to-face class period. You may look at the rubric before completing assignment that has four categories you will be graded on. Be mindful of your spelling and grammar before submitting your post and remember to reply to at least one other classmate’s post.

How was the give and go station in the lacrosse activities similar to the game of soccer or floor hockey?
Why is it important to use game strategies in Lacrosse?

Rubric: The rubric will be made up of four categories. The categories are grammar/spelling, organization, replying to one other students post, and content. This rubric would be available to students while creating their blog post so that they know the expectations and can create their post accordingly.

Learning Activity 4-C-3

Home > Learning Activity 4-C-3

Learning Activity 4-C-3 Wiki Instructions

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Brian Ding's Lesson Plan

Michelle Graff's Lesson Plan

Number of Days: 5 - 6 class periods

Jessica Keefe's Lesson Plan

Jill Kennett's Lesson Plan

Alison Westgate's Blogging Lesson Plan

Katelyn Burdan

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